Open-ended, student-centred tasks are increasingly a feature of higher education, particularly in flexible online courses. These tasks require students to interpret open-ended requirements and independently regulate their own learning, either partly or solely online. There is much we are yet to understand about how to design and support these tasks effectively to achieve the best outcomes for students. In this chapter we consider the role of self-regulated learning in open-ended online assignment tasks, conceptualised using self-regulated learning and considering the role of evaluative judgement, and illustrated using a brief case study.
|Title of host publication||Developing evaluative judgement in higher education|
|Subtitle of host publication||Assessment for knowing and producing quality work|
|Editors||David Boud, Rola Ajjawi, Phillip Dawson, Joanna Tai|
|Place of Publication||London|
|Number of pages||9|
|ISBN (Print)||9781138089358, 9781138089341|
|Publication status||Published - 2018|